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Laura Guertin's faculty web page from Penn State Brandywine.
- Peer Review - use interaction around writing to refine students' understanding.
- Just in Time Teaching (co-created with Carol Ormand, Gregor Novak, and Andy Gavrin) - teaching that gets students to read assigned material outside of class, respond to short questions online, then participate in discussion and collaborative exercises in the following class period.
Teaching Module Segments
- Interactive Lectures: Classroom Communication Systems (co-created with Rebecca Teed) - Interactive lectures give instructors a variety of ways to get feedback on how well students are learning the material before they take a quiz or exam (more than a visual scanning of the students for glazed eyes, bewildered looks, or engaged students can provide). This feedback provides immediate or rapid responses from students and allows for an immediate response from you (or rapid in the case of written feedback). This series of three pages provides information about collecting feedback, explains electronic student response technology, and provides an annotated list of feedback system manufacturers.
- Volcano Solar Transmission Exercise - The activity begins in the classroom with students graphing and interpreting apparent volcanic solar transmission values collected at Mauna Loa Observatory, HI. Students finish the exercise outside the classroom by investigating the dates of significant decreases in solar transmission and matching those dates to volcanic eruptions.
- Placing Palm Pilot handheld technology in the hands of introductory-level geoscience students during field experiences - Students use handheld computers (Palm Pilots) that have data collection forms, e-Books for reference, and instructional videos for assistance. The handhelds are used during field exercises for data collection. Upon hotsyncing the Palms, all data collected by the students are available online and easily exported to Excel for students to process, create graphs and interpret, etc.
- Connecting Cross-Sectional Data from the Red Sea to Plate Tectonics - Before completing this assignment, students should have been introduced to the types of plate boundaries and volcanic activity at plate boundaries. The assignment has students examine three cross-sectional profiles from a northern, central, and southern location of the Red Sea. Students answer a series of questions reading data from the profiles, then examine images and volcanic data in Google Earth to determine the type of plate boundary located in the Red Sea and to make predictions of tectonic activity in the future.
- Presenting the Geologic Timescale - This project has students model the geologic timescale using distance as a metaphor for time. Each student writes a summary of a major event or fossil organism. The students would station themselves and their summaries along a path within a gymnasium, and present their information to visitors from the community and the campus. Each student's position along the path was a function of how long ago their organism had lived or the event had occurred, so students could appreciate the scale of geologic time. Visitors were asked to donate money to a charity fundraiser. The authors felt that students worked harder because they were presenting their work to the public and because it served the cause of charity.
- GEOLogic: Museums and their Dinosaur Displays - In this example, students are asked to match up five top Museums with 2 fossils that they have on display based on clues presented from various points of view.
- GEOLogic: Lagerstatten and Unique Fossils - In this example, students are asked to match up several unique fossils with the sites and locations where they were found, as well as their geologic age.
- GEOLogic: Volcanologists - In this example, students are asked to resolve how many days each of 5 volcanologists spent at a volcano and what day they started for the volcano. There is also a second part where students are asked to do some additional research about volcanoes on the web.
- GEOLogic: How Much of the State is Wet - In this example, students are asked to match up students with their home state, and their states with the area and percentage of area of surface water that they contain, as well as where each of the states rank nationally in terms of water area. Students are given clues from various perspectives to help them deduce the answers to the problem.
- GEOLogic: Continental Drift and Plate Tectonics - In this example, students are asked to match up lecturers with what day and time they teach, and how many students they have based on clues given from several different perspectives. In the second part of the activity, students are asked to learn more about the historic figures mentioned in the activity by doing reading and web research.
- GEOLogic: How Well Do You Know Your National Parks and Memorials - In this example, students are asked to associate historical figures with a particular National Park or Memorial (and its size) as well as the number of points they scored in a fictitious game show, based on clues about the situation given from various perspectives.
- GEOLogic: The Three Stooges and Their Pet Dinosaurs - In this example, students are asked to match up each of the Stooges with their favorite group and species of dinosaur based on clues given from different perspectives.
- GEOLogic: The Big Five Mass Extinctions - In this example, students are asked to match up the five largest mass extinction events with their relative dates, approximate duration, and severity (percentage of species that became extinct) based on clues given from various perspectives.
- GEOLogic: State Fossils - In this example, students are asked to identify states with their state fossil and the year in which it was declared, based on clues given from various points of view.
- GEOLogic: Terrestrial and Jovian Planets - In this two-part example, students are given clues about properties about the terrestrial and Jovian planets respectively and asked to match up the planet with the correct equatorial radius, mean orbital velocity, and period of rotation. There are also some overarching questions dealing with both groups of planets.
- GEOLogic: Dinosaur Trackways - In this example, students must associate different dinosaur trackways with their locations and the rock formations containing the trackways based on clues given from various points of view.
- GEOLogic: Stream Discharge Rates - Rappahannock River Station - In this example, students are asked to convert measurements in cubic feet per hour (cfh) to cubic feet per second (cfs) and then match up the names of the researchers measuring the flows at the river station with the correct flow rate and the year in which it was taken. There is also a second part in which students must graph the different flow rates with time and then answer questions by interpreting the information in the graph.
- La Brea Tar Pits
- Neanderthals and Modern Humans
- The Big 5 Extinctions and Then Some
- Exploring Geoarcheology
- Geologic Dating
- Ethics of Fossil Collecting
- Cambrian Explosion
- The "Legs" of Snakes and Whales
- Threats of Biodiversity
- Life in the Sahara Desert
- Groundwater and Archaeology
- Marine Archaeology and Technology
- Should Elephants be in Zoos?
- Are Primates Worth Saving?
- Life on the Moon and Mars
- Darwin Garden
- The Future of Africas Health with Technology
- Water Issues and the Aswan High Dam
- Dam Removal - A Good Idea or Not?
- The Future of Global Climate
- When "Modern Human Behavior Appeared in Early Hominids
- Margins workshop 2007
- Using Global Datasets in the Classroom (San Francisco (AGU), 2002)
- Designing Effective and Innovative Courses in the Geosciences (Hamilton College, New York 2002)
- Guertin, L.A. 2006. Integrating Handheld Technology with Field Investigations in Introductory-level Geoscience Courses. Journal of Geoscience Education. v. 54, p.143-146.
- Guertin, L. 2005. An Indoor Shopping Mall Building Stone Investigation with Handheld Technology for Introductory Students. Journal of Geoscience Education, v. 53, p. 253-256.
- Guertin, L. and Nguyen, C. 2003. Combining a Historical Geology Project with a Campus Student Organization's Fundraising Efforts. Journal of Geoscience Education, v. 51, p. 381-396.
- Guertin, L. 2000. Using Logic Problems in Introductory-Level Geoscience Courses to Develop Critical Reasoning and Basic Quantitative Skills. Journal of Geoscience Education, v. 48, p. 427-430.